LabManual Student

AMERICAN COUNCIL ON EXERCISE
PERSONAL TRAINER UNIVERSITY CURRICULUM
LAB MANUAL
LAB ACTIVITY #1: SOCIAL‐SUPPORT STRATEGIES
ACTIVITY DESCRIPTION
An important coping strategy for relapse prevention is for clients to develop and maintain a social‐
support network for exercise. For Lab Activity #1, choose one of the social‐support strategies listed
below to implement with a friend, family member, or existing client. After trying the strategy, write one
to two paragraphs about how successful/practical you feel the strategy would be in the personal‐
training setting.
Reference
 ACE Personal Trainer Manual, 5th Edition, p. 32, Apply What You Know

ACE Personal Trainer University Curriculum – Lab Manual Page 1

LAB ACTIVITY #2: DEVELOPING ACTIVE LISTENING SKILLS

Effective listening means listening closely and carefully to both the words and the emotions behind the
speaker’s words. During the investigation stage, careful listening is critical so that the personal trainer
can understand the new client. Effective listening can help the personal trainer gather information that
will enhance exercise program design as well as the personal trainer’s working relationship with that
client. One aspect of being an effective listener is developing active listening skills. For Lab Activity #2,
complete both of the short, online assessments listed below. Set SMART goals for improving your
communication skills and take active steps for achieving your goals, as described below.

Reference
 ACE Personal Trainer Manual, 5th Edition, p. 47, Apply What You Know


LAB ACTIVITY #3: INCREASING YOUR CULTURAL COMPETENCE
Cultural competence can be defined as the ability to communicate and work effectively with people
from different cultures. Personal trainers who work with people from different backgrounds can develop
cultural competence by taking time to learn about clients’ beliefs, attitudes, and lifestyles. For Lab
Activity #3, read about increasing your cultural competence below, then seek out a friend or
acquaintance who has a different cultural background from your own. Ask him or her about experiences
with exercise and fitness as they are traditionally viewed from his or her culture. Write a paragraph or
two comparing and contrasting your friend’s and your views on exercise and fitness.
Reference
 ACE Personal Trainer Manual, 5th Edition, p. 60–61, Apply What You Know


LAB ACTIVITY #4: DECISIONAL BALANCE WORKSHEET

One of the components of the transtheoretical model of behavioral change (TTM) is decisional
balance, which refers to the number of pros and cons perceived about adopting and/or
maintaining an activity program. Precontemplators and contemplators perceive more cons (e.g.,
sweating, sore muscles, time, cost, unwanted physical changes, and boredom) related to being
regularly active than pros. The perceived cons do not have to be logical or realistic to prevent an
individual from being active. As people progress through the stages of change, the balance of
pros and cons shifts, such that people in the action and maintenance stages perceive more pros
about being active than cons. The decisional balance worksheet presented below can be used to
help clients weigh the perceived benefits against the potential costs involved with making a
change. For Lab Activity #4, choose a behavior that you would like to change and complete the
decisional balance worksheet for yourself.

Reference
 ACE Personal Trainer Manual, 5th Edition, p. 74


LAB ACTIVITY #5: REPLACING IRRATIONAL THOUGHTS

A person’s exercise behavior is influenced by how he or she thinks about exercise and about succeeding
in an exercise program. Not only should personal trainers understand what their clients think about
exercise participation, but they should also be aware of the types of thoughts that their clients have
about lapses in program participation. For Lab Activity #5, think of a time or situation in your life where
you might have had (or may currently have) irrational thoughts about a circumstance. Ask yourself the
questions listed below, and then re‐examine your thoughts on the subject.
Reference
 ACE Personal Trainer Manual, 5th Edition, p. 78–79, Apply What you Know


LAB ACTIVITY #6: FACILITATING BEHAVIORAL CHANGE
The greatest impact that personal trainers can regularly have on the lives of their clients is to help them
to change health‐related habits and establish positive relationships with exercise. The most important
initial adaptations come from helping a client modify behavior to establish a habit of regular exercise.
For Lab Activity #6, choose any of the three key steps from the list below and write at least two
strategies that will help you achieve each of those steps with clients. For example, one strategy for
“Implementing relapse‐prevention strategies” would be to educate clients about the importance of
stimulus control.
Reference
 ACE Personal Trainer Manual, 5th Edition, p. 96, Apply What you Know


LAB ACTIVITY #7: ASKING THE RIGHT INTERVIEW QUESTIONS
It is important to use a variety of interviewing techniques to clearly understand the content of a client’s
message. Avoid questions that simply require a “yes” or “no” answer. For Lab Activity #7, team up with a
fellow classmate or friend. Act as a personal trainer, as your classmate acts as a client, and role‐play
asking the questions listed below. Based on the responses you receive, come up with a brief, initial
exercise program for your “client.” Share your plan with your partner and ask him or her if the plan
would be an appropriate start based on the responses you received earlier.

Reference
 ACE Personal Trainer Manual, 5th Edition, p. 115, Expand Your Knowledge

LAB ACTIVITY #8: THE INVESTIGATION STAGE
Complete the Sample Health History Form, Exercise History and Attitude Questionnaire, and Sample
Medical Release Form (on the following pages) with classmates, friends, or family members. Use the
information to determine if each individual is a suitable candidate for personal training, and if so, outline
a plan for how you would proceed.

References
 ACE Personal Trainer Manual, 5th Edition, p. 115, Expand Your Knowledge
 Health History Questionnaire
 Exercise History and Attitude Questionnaire
 Sample Medical Release Form






LAB ACTIVITY #9: HEART RATE AND BLOOD PRESSURE
Practice measuring heart rate and blood pressure with classmates, friends, and family members. Follow
the procedures in the ACE Personal Trainer Manual for measuring heart rate (p. 139–141) and blood
pressure (p. 141–143).

Resting Heart Rate ______ bpm
Systolic BP _____ mmHg
Diastolic BP _____ mmHg

Reference
 ACE Personal Trainer Manual, 5th Edition, p. 139–143


LAB ACTIVITY #10: STATIC POSTURAL ASSESSMENT
Ask a classmate, friend, or family member to serve as a subject as you practice the static postural
assessment.

Reference


LAB ACTIVITY #11: MOVEMENT SCREENS
Ask a classmate, friend, or family member to serve as a subject as you practice the following movement
screens: Bend and Lift, Hurdle Step, Shoulder Push Stabilization, and Thoracic Spine Mobility. Use the
corresponding assessment forms on the following pages to record each assessment.

References:
 Bend and Lift
 Hurdle Step
 Shoulder Push Stabilization
 Thoracic Spine Mobility






LAB ACTIVITY #12: FLEXIBILITY & MUSCLE‐LENGTH TESTING

Ask a classmate, friend, or family member to serve as a subject as you practice the following flexibility
assessments: Thomas Test, Passive Straight‐leg Raise, Shoulder Flexion, Shoulder Extension, Internal
Rotation, External Rotation, and Apley’s Scratch Test. Use the Flexibility Assessments form on the
following page to record each assessment.

References
 Flexibility worksheet



LAB ACTIVITY #13: ANTHROPOMETRIC MEASUREMENTS

Ask classmates, friends, or family members to act as subjects for anthropometric measurements
following the protocols for skinfolds, circumferences, and body mass index (BMI) in the ACE Personal
Trainer Manual. Work with a classmate, instructor, or experienced personal trainer who can observe
your measurement techniques and provide feedback. Practice using the skinfold calipers until you are
able to get consistent measurement results. Practice with the flexible tape until you are able to get
consistent measurement results. Record all information on the Anthropometric Data Form on the
following page.

Record height and weight, preferably measured, though self‐reported is adequate for this lab activity,
and then calculate BMI and compare this to the value obtained using Table 8‐7 (p. 205) and the BMI
Reference Chart on page 186. Measure waist and hip circumference and calculate waist‐to‐hip ratio.
Compare waist circumference and waist‐to‐hip ratio to the reference tables on page 188. Measure the
appropriate skinfolds for males (chest, thigh, and abdominal) and females (triceps, thigh, and
suprailium) and calculate percent fat following the protocols for the Jackson and Pollock three‐site
formula . Compare your calculation to the values found using Table 8‐3 (men) or 8‐4 (women) (p. 203–
204) and compare to the reference tables (Tables 8‐5 and 8‐6) on page 205.

Reference

ANTHROPOMETRIC DATA FORM
BMI
Height (m): _____________ Weight (kg): ______________
BMI: _____________ Rating: ______________
Waist-to-Hip Ratio
Waist (cm): _____________ Hip (cm): _____________
HWR: _____________ Risk Level: _____________
Skinfold Measurements
Average of two
Trial 2 Trial 3 measurements
Trial 1
(within 2 mm)
Gender (circle):
Male Female
Site 1: ____________ ______________ ______________ ______________ ______________
Site 2: ____________ ______________ ______________ ______________ ______________
Site 3: ____________ ______________ ______________ ______________ + ______________
Total = ___________
Percent Fat: _____________%


LAB ACTIVITY #14: ASSESSING HEART RATE AT VT1 AND VT2

Read the “Submaximal Talk Test for VT1” section in the ACE Personal Trainer Manual (p. 221–226).
Conduct this assessment with a classmate, friend, or family member and record heart rate at VT1.
Read the “VT2 Threshold Test” section in the ACE Personal Trainer Manual (p. 224–225).
Conduct this assessment with a classmate, friend, or family member, record heart rate at the
end of each of the last five minutes of the assessment, and calculate the VT2 heart rate
estimate. Note: Be sure that the individual performing this assessment has the appropriate
health and fitness to safely complete the VT2 Threshold Test.
Reference

HEART RATE AT VT1 AND VT2

VT1
Heart Rate: _________
VT2
Heart Rate 1: _________ Sum of 5 Heart rates: _________
Heart Rate 2: _________

Average Heart Rate (Sum / 5) _________
Heart Rate 3: _________
Heart Rate 4: _________
Heart Rate 5: _________ Multiply average heart rate x 0.95

_________
_________


LAB ACTIVITY #15: MUSCULAR‐ENDURANCE, MUSCULAR‐STRENGTH, AND
SPORT‐SKILL ASSESSMENTS

Ask a classmate, friend, or family member to serve as a subject as you practice the following muscular‐
endurance, muscular‐strength, and sport‐skill assessments: push‐up, curl‐up, body‐weight squat, 1‐RM
bench‐press, 1‐RM leg‐press, 1‐RM squat, standing long jump, vertical jump, pro‐agility test, and 40‐yard
dash.
Reference


LAB ACTIVITY #16: SELF–MYOFASCIAL RELEASE

Practice performing the self–myofascial exercises and stretches illustrated below. Enlist the help of a
classmate, friend, or family member and practice cueing him or her through the various movements.
Note: Be sure that the individual performing each exercise has the appropriate fitness and skill levels
to do so safely and with proper form.


Reference


LAB ACTIVITY #17: FUNCTIONAL PROGRAMMING FOR
STABILITY‐MOBILITY AND MOVEMENT

Using the list on the following pages, practice performing the exercises and stretches illustrated
throughout Chapter 9 in your ACE Personal Trainer Manual. Enlist the help of a classmate, friend, or
family member and practice cueing him or her through the various movements. As you practice these
exercises, focus on the objectives listed for each exercise progression to help you effectively incorporate
them into client programs. Note: Be sure that the individual performing each exercise has the
appropriate fitness and skill levels to do so safely and with proper form.
Reference


FUNCTIONAL PROGRAMMING FOR STABILITY‐MOBILITY

EXERCISE TABLE/FIGURE NUMBER PAGE
Exercise progression for core activation Table 9‐1 p. 279
Exercise progression for core stabilization Table 9‐2 p. 280
Cat‐camel Figure 9‐21 p. 281
Pelvic tilts Figure 9‐22 p. 282
Pelvic tilts progressions: Supine bent‐knee marches Figure 9‐23 p. 282
Pelvic tilts progressions: Modified dead bug with reverse bent‐ Figure 9‐24 p. 283

knee marches
Hip flexor mobility: Lying hip flexor stretch Figure 9‐25 p. 284
Hip flexor mobility progression: Half‐kneeling triplanar stretch Figure 9‐26 p. 284–285
Hamstrings mobility: Lying hamstrings stretch Figure 9‐27 p. 285
Hip mobilization with glute activation: Shoulder bridge (glute Figure 9‐28 p. 286

bridge)
Hip mobilization: Supine 90‐90 hip rotator stretch Figure 9‐29 p. 287
Thoracic spine (T‐spine) mobilization exercises: Spinal Figure 9‐30 p. 287–288

extensions and spinal twists
Posterior mobilization: rocking quadrupeds Figure 9‐31 p. 289
Interior capsule stretch Figure 9‐33 p. 291
Posterior capsule stretches Figure 9‐34 p. 291
Anterior capsule (pectoralis) stretch Figure 9‐35 p. 291
Superior capsule stretch Figure 9‐36 p. 291
Shoulder packing Figure 9‐37 p. 292
Internal and external humeral rotation Figure 9‐38 p. 293
Diagonals Figure 9‐39 p. 294

Reverse flys with supine 90‐90 Figure 9‐40 p. 295
Prone arm lifts Figure 9‐41 p. 296
Closed kinetic chain weight shifts Figure 9‐42 p. 297

FUNCTIONAL PROGRAMMING FOR MOVEMENT
Single‐leg stands Figure 9‐47 p. 301–302
Dynamic movement patterns over a stable base of support Table 9‐4/Figure 9‐48 p. 302–304
Hip‐hinge Figure 9‐53 p. 308
Lower‐extremity alignment Figure 9‐54 p. 309
Figure‐ 4 position Figure 9‐55 p. 309
Half‐kneeling lunge rise Figure 9‐56 p. 310
Lunges Figure 9‐57 p. 311
Lunge matrix Figures 9‐58 and 9‐59 p. 312–313
Bilateral and unilateral presses Figure 9‐60 p. 315
Thoracic matrix Figure 9‐61 p. 316
Overhead press Figure 9‐62 p. 317
Bilateral and unilateral rows Figure 9‐63 p. 318
Wood‐chop spiral patterns Figure 9‐64 p.320–321
Full wood‐chop and hay‐bailer patterns Figure 9‐65 p. 321


LAB ACTIVITY #18: OVERHEAD PRESS MOVEMENT

Practice performing the overhead press movement progressions illustrated below. Enlist the help of a
classmate, friend, or family member and practice cueing him or her through the various movements.
Note: Be sure that the individual performing each exercise has the appropriate fitness and skill levels
to do so safely and with proper form.



Reference


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ACE Personal Trainer University Curriculum – Lab Manual Page 1

ACE Personal Trainer University Curriculum – Lab Manual Page 2

ACE Personal Trainer University Curriculum – Lab Manual Page 3

ACE Personal Trainer University Curriculum – Lab Manual Page 4

ACE Personal Trainer University Curriculum – Lab Manual Page 5

ACE Personal Trainer University Curriculum – Lab Manual Page 6

ACE Personal Trainer University Curriculum – Lab Manual Page 7

ACE Personal Trainer University Curriculum – Lab Manual Page 8

ACE Personal Trainer University Curriculum – Lab Manual Page 9

ACE Personal Trainer University Curriculum – Lab Manual Page 10

ACE Personal Trainer University Curriculum – Lab Manual Page 11

ACE Personal Trainer University Curriculum – Lab Manual Page 12

Resting Heart Rate ______ bpm

Systolic BP _____ mmHg

Diastolic BP _____ mmHg

ACE Personal Trainer University Curriculum – Lab Manual Page 13

ACE Personal Trainer University Curriculum – Lab Manual Page 14

ACE Personal Trainer University Curriculum – Lab Manual Page 15

ACE Personal Trainer University Curriculum – Lab Manual Page 16

ACE Personal Trainer University Curriculum – Lab Manual Page 17

ACE Personal Trainer University Curriculum – Lab Manual Page 18

ACE Personal Trainer University Curriculum – Lab Manual Page 19

ACE Personal Trainer University Curriculum – Lab Manual Page 20

ACE Personal Trainer University Curriculum – Lab Manual Page 21

ACE Personal Trainer University Curriculum – Lab Manual Page 22

Height (m): _____________ Weight (kg): ______________

BMI: _____________ Rating: ______________

Waist (cm): _____________ Hip (cm): _____________

HWR: _____________ Risk Level: _____________

Site 1: ____________ ______________ ______________ ______________ ______________

Site 2: ____________ ______________ ______________ ______________ ______________

Site 3: ____________ ______________ ______________ ______________ + ______________

Percent Fat: _____________%

ACE Personal Trainer University Curriculum – Lab Manual Page 23

ACE Personal Trainer University Curriculum – Lab Manual Page 24

Heart Rate: _________

Heart Rate 1: _________ Sum of 5 Heart rates: _________

Heart Rate 2: _________

Heart Rate 4: _________

Heart Rate 5: _________ Multiply average heart rate x 0.95

ACE Personal Trainer University Curriculum – Lab Manual Page 25

ACE Personal Trainer University Curriculum – Lab Manual Page 26

ACE Personal Trainer University Curriculum – Lab Manual Page 27

ACE Personal Trainer University Curriculum – Lab Manual Page 28

ACE Personal Trainer University Curriculum – Lab Manual Page 29

Exercise progression for core activation Table 9‐1 p. 279

Exercise progression for core stabilization Table 9‐2 p. 280

Cat‐camel Figure 9‐21 p. 281

Pelvic tilts Figure 9‐22 p. 282

Pelvic tilts progressions: Supine bent‐knee marches Figure 9‐23 p. 282

Pelvic tilts progressions: Modified dead bug with reverse bent‐ Figure 9‐24 p. 283

Hip flexor mobility: Lying hip flexor stretch Figure 9‐25 p. 284

Hip flexor mobility progression: Half‐kneeling triplanar stretch Figure 9‐26 p. 284–285

Hamstrings mobility: Lying hamstrings stretch Figure 9‐27 p. 285

Hip mobilization with glute activation: Shoulder bridge (glute Figure 9‐28 p. 286

Hip mobilization: Supine 90‐90 hip rotator stretch Figure 9‐29 p. 287

Thoracic spine (T‐spine) mobilization exercises: Spinal Figure 9‐30 p. 287–288

Posterior mobilization: rocking quadrupeds Figure 9‐31 p. 289

Interior capsule stretch Figure 9‐33 p. 291

Posterior capsule stretches Figure 9‐34 p. 291

Anterior capsule (pectoralis) stretch Figure 9‐35 p. 291

Superior capsule stretch Figure 9‐36 p. 291

Shoulder packing Figure 9‐37 p. 292

Internal and external humeral rotation Figure 9‐38 p. 293

Height (m): _ Weight (kg): __

BMI: _ Rating: __

Waist (cm): _ Hip (cm): _

HWR: _ Risk Level: _

Site 1: ____

Site 2: ____

Site 3: + ____

Heart Rate 1: _ Sum of 5 Heart rates: _